DrJJ-UiTM-Muzik-OBE-13012012 (ppt-pdf)

Outcome Based Education 13/01/2012 

Copyright DrJJ, ASERG, FSG, UiTM. March 2011 1 

“To realise our national aspirations, a concerted effort is 

needed to increase our nation’s competitiveness, productivity and 

innovativeness. Attributes such as desire for knowledge, 

innovative thinking, creativity and competitiveness 

must be imbued within our people. The inculcation of moral 

values, progressiveness and performance-based 

cultures must also be instilled if we are to nurture successful 

individuals of the highest quality. This will determine our 

success as a knowledge-based economy…” Prime Minister’s Message 

Source: NATIONAL HIGHER EDUCATION ACTION PLAN 2007-2010; 

Triggering Higher Education Transformation AUGUST 27, 2007 


Copyright DR JJ, ASERG, UiTM, Shah Alam 1


….“This transformation plan aims squarely on holistic human 

capital (modal insan) ) development, , to produce Malaysians 

who are intellectually active, creative and innovative, 

ethically and morally upright, adaptable and capable 

of critical thinking. . The model human capital would also need to 

be well-rounded individuals with an appreciation for 

humanistic pursuits such as the arts, culture, sports 

and volunteerism. This process will create the environment 

necessary for the development of an individual to find and fully achieve his or 

her personal potential….” Prime Minister’s Message 









MOHE’s Attributes of Human Capital with First-Class Mentality 

Knowledge Attributes: 

• Mastery of core subjects and 

ability to apply that knowledge 

• Mastery of Bahasa Malaysia and 

English, and at least one other 

global language. 

• A continuing passion for 

knowledge through lifelong 

learning. 

• Excellent general knowledge and 

interest in current events. 

• Appreciation of the arts, culture 

and sports. 

• Sound analytical and problemsolving 

skills. 

• Awareness of business and 

management principles, and 

technology. 

Personal Attributes: 

• Goal-oriented: proactive, 

self-starting, selfdisciplined, 

confident, 

resilient, motivated, and 

fiercely competitive. 

• Intellectually engaging: 

creative, innovative, and 

possessing critical 

thinking skills. 

• Quick learner, adaptable, 

and flexible. 

• Entrepreneurial. 

• Ethically and morally upright. 

• Spiritually grounded. 

• Compassionate and caring 

(through volunteerism and 

social services). 

Interpersonal 

Attributes: 

• Able 

communicator 

and effective 

presenter. 

• Able to relate and 

be comfortable with 

people at all levels. 

• Able to develop and 

leverage on 

personal and 

professional 

networks to achieve 

goals. 

• Natural leader. 

• Team player. 





Edward 

DeBono 

Howard 

Gardner 

Koïchiro Matsuura 

Director General of 

UNESCO 1999-2009 

This presentation is available on my website 

Outcomes-Based T&L (OBTL) materials 2011 

Design 

Outcomes-Based Curriculum Design 

Invited Lecture & Worskhop Music Faculty 

UiTM. 

Jaafar Jantan aka Dr JJ. Jan 13 th- 15 th , 2011 

email: jjnita@salam.uitm.edu.my, drjjlanita@hotmail.com; 

fsgobe@gmail.com. Website: http://drjj.uitm.edu.my; HP#:+60193551621 

Dr JJ was 

conferred the 

coveted & 

prestigious 

(HE) 2010 AAN 

Teaching 

Award, Oct 

10 th , 2011 


"He who rejects change is the architect of decay. 

The only human institution which rejects 

progress is the cemetery." 

Harold WIlson, Prime Minister. NYT, Jan 24th, 1967. page 12 

A wise man is not governed by 

others, nor does he try to govern 

them; 

he prefers that reason alone prevail 

~La Bruyère, Characters, 1688 




DrJJ, Zollman, Law, TS Zul 

http://drjj.uitm.edu.my 

Born & Raised in the state of Hang JEBAT… 

Early education at St. David’s, Science Malacca & SDAR (Seremban) 

B.Sc. Physics (1983); M.Sc. Condensed Matter (1985) – Kansas St. Univ. 

Teaching Certificate (1986) – MPTI, Johor Bahru 

Served ITM – Jan 1987 

PhD Physics Education (1991-1994) - Kansas St. Univ. 

Physics & Education expert (Recipient of UiTM’s 2010 T&L Academic Award) 

Practiced OBE & Active Learning on my own since 1997. 

OBE, OBTL workshop speaker, facilitator & consultant at national level 

Vice-Chair Asian Physics Education Network (ASPEN), UNESCO 

Chair for ASPEN, Malaysia. 

Nominated for Innovative Teaching & Learning National & International 

Active Member, Science Educ. Committee, Academy Science Malaysia since 2005. 

Keynote, Plenary and Invited Speaker in Conferences Nationally & Internationally 








13/01/2012 Copyright DrJJ, ASERG, FSG, UiTM. March 2011 12 




UNLESS ABSOLUTELY NECESSARY 






“A A university is an institution that provides experiences for intense 

interaction between students & teachers” – Syed Naquib quoted by 

Deputy Minister of HE at the opening of EDUCATE conference, Nikko Hotel, 

Oct 7 th , 2010 

One of the most important goals of a university is to develop 

individuals who have advanced literacy skills in their 

discipline: people who can participate effectively by 

critiquing information and ideas and by contributing with 

rigour and creativity to new insights and knowledge, who 

are self-aware as learners, and who are rhetorically versatile, 

confident communicators able to adapt and contribute to 

the demands of employment and life in a changing 

society and wider world. 



Can explain: provide thorough, supported, and justifiable accounts 

of phenomena, facts, and data. 

Can interpret: tell meaningful stories; offer apt translations; provide 

a revealing historical or personal dimension to ideas and events; 

make it personal or accessible through images, anecdotes, 

analogies, and models. 

Can apply: effectively use and adapt what we know in diverse 

contexts. 

Have perspective: see and hear points of view through critical eyes 

and ears; see the big picture. 

Source: Grant Wiggins and Jay McTighe. Understanding by Design; Chap 4. 

13/01/2012 





Sternberg suggests Curriculum must develop the other 3 R’s. 

• Reasoning (analyze, criticize, solve, propose, develop) 

• which include analytical, critical thinking, and problem solving skills 

• Resilience (persistence) 

• which encompasses life skills such as flexibility, adaptability, and 

self-reliance 

• Responsibility 

• wisdom, i.e.s “the application of intelligence, creativity, and 

knowledge for a common good.” 

Sternberg, R. & Subotnik, R., eds. (2006). Optimizing Student Success with the Other Three Rs: 

Reasoning, Resilience, and Responsibility. Greenwich, CT: Information Age Publishing. 

13/01/2012 



“Life presents us & the graduates as 

as ill defined, complex, 

unreliable, and contradictory with difficult practical problems and moral, 

social, and personal choices. 

Graduates need the capacity to identify and define 

problems, recognize reliable from unreliable information, 

analyze this information, , and integrate it from diverse, 

often conflicting sources making logical, concise 

arguments for or against specific positions... 

...” 

Richard J. Shavelson (2007). Assessing Student Learning Responsibly: 

From History to a Bodacious Proposal1. Stanford University. CHANGE magazine. 

http://www.changemag.org/Archives/Back%20Issues/January- 

February%202007/abstract-assessing-responsibly.html. Accessed July 3 rd , 2007. 

13/01/2012 Copyright DrJJ, ASERG, FSG, UiTM. March 2011 MQF-SciStd MQF 

18 




Developing 3 Domains of Education-Learn 

Cognitive 

Affective 

Heart 

Feeling, The Heart 

The CARE, Emotions 

The way to RESPOND 

Head 

Knowing, the Head 

The KNOWLEDGE (F,C,P) 

Intellectual Skills (FC) 

Reasoning Skills-Evidences 


Psychomotor 

Hand, Body 

Hand, Body 

Doing, The 

Doing, The Hand 

Hand 

The SKILLS, PRECISE 

The SKILLS 

ACCURATE 

(3+1)H 




Learning is 

what students know (factual, conceptual, procedural & metacognitive 

knowledge) - growth in the knowledge dimensions. 

what they can do with what they know (functional knowledge) – 

cognitive dimension process. 

Attitudes – making choices – how we respond. 

Skills-acting on choices with precision. 

13/01/2012 

The 21 st Century MUST HAVE skills: 


“Learning should be relevant to the variety of graduates ‘roles included 

in their working, civic and personal life.” Transformational OBE 

“It is an emphasis on what students can do with knowledge, rather than 

what units of knowledge they have, , that best describes the essence of 

21st century skills.” – attaining learning outcomes 

Elena Silva in the Education Sector Report 2008 


13/01/2012 





Outcomes-Based 

Curriculum Interdisciplinary 

Project-based 

Research-driven 

Thematic & NOT textbook-driven 

(textbook as a resource) 

Connected to community 

Incorporates 

Bloom’s s HOTS 

Multiple Intelligences 

Learning Preferences 

Technology & multimedia 

Multiple literacy 

Authentic Assessment (tasks) 

Students work independently & 

interdependently 

Knowledge is 

constructed through research 

and application, and connected 

to previous knowledge, personal 

experience, , interests, talents 

and passions 

is NOT memorization of facts 

Assessment is 

demonstration of understanding 

through application in a variety 

of contexts 

NOT REGURGITATION 

By self, peer & facilitators 

By multiple ATs to show 

achievement of CLOs 

By using holistic rubrics 

13/01/2012 






Quiz: Recognize & Match the Music types shown in each 

graphic: Heavy Metal, Stevie Wonder, Gangsta Rap, 

House, Hip-hop 

Techno (with 

Ecstacy) 





If you are, you breath. 

If you breath, you talk. 

If you talk, you ask. 

If you ask, you think. 

If you think, you search. 

If you search, you experience. 

If you experience, you learn. 

If you learn, you grow. 

If you grow, you wish. 

If you wish, you find. 

If you understand, you know. 

If you know, you want to know more… 

And if you want to know more, 

If you find, , you doubt. 

If you doubt, you question. 

If you question, you understand. 

And if you want to know more, you are alive. 

Video courtesy of National Geographic Channel 

13/01/2012 



13/01/2012 




• Point of reference & joint understanding of HE Qualifications in 

Malaysia 

• An instrument that 

• develops and classifies qualifications based on a set of criteria 

that are approved nationally and benchmarked against 

international best practices, 

• and which clarifies the earned academic levels, , learning 

outcomes of study areas and credit system based on student 

academic load (Student Learning Time, SLT). 

• These criteria are accepted and used for all qualifications awarded by 

recognised higher education providers. Hence, MQF integrates with 

and links all national qualifications. 

MQF 

13/01/201 

2 



"Learning outcomes represent 

culminating demonstrations of learning and 

achievement. 

They are not simply a listing of discrete skills, nor 

broad statements of knowledge and comprehension. 

They describe performances that demonstrate 

that significant learning has been verified and 

achieved by graduates of the program." 

A A description of the Competency for the KSA 

attainment appropriate of university graduates. 

13/01/2012 





MQF LOs Domains MOHE LOs, 2009-KSA 

i. Knowledge (K) 

ii. Practical skills (S) 

iii. Social skills and responsibilities (S) 

iv. Ethics, professionalism and 

humanities (A) 

v. Communication, leadership and 

team skills (A) 

vi. Scientific methods, critical thinking 

and problem solving skills (K) 

vii. Lifelong learning and information 

management (A) 

viii. Entrepreneurship and managerial 

skills (A) 

1. Knowledge (K) 

2. Practical Skills (S) 

3. Thinking and scientific skills (K) 

4. Communication skills (A/S) 

5. Social skills, teamwork and responsibility 

(A/S) 

6. Values, ethics, moral and professionalism (A) 

7. Information management and lifelong learning 

skills (A/S) 

8. Managerial and entrepreneurial skills (A/S) 

9. Leadership skills (A/S) 

13/01/2012 


MQA Code of Practice 

Good Practices: 

MQA 

Code of 

Practice 

….the quality assurance process is built on the following 

attributes: 

encourages a variety of teaching and learning methods 

ensures the choice of credible student assessment methods 

appropriate for the teaching and learning methods chosen; 

ensures there are adequate resources to deliver the curriculum; 

is concerned with good outcomes rather than detailed 

specifications of content 

13/01/201 

2 




MQF Framework for Diploma level-Outcomes: Median C3,P4, A3 


MQF 

13/01/201 

2 




MQF – Bachelors degree (Hons( 

Hons.) 

– Median C4, P4, A3 


MQF 

13/01/201 

2 



13/01/2012 





13/01/2012 


Philosophy of OBE-OBTL 

1. WHY OBE What's wrong with the existing education philosophy 

2. Is OBE an approach to education or a prescription to program structure 

3. What are the 21st Century Learning characteristics 

4. How do these characteristics impact our existing classroom practices 

5. What is the role of MQA in OBE Explain. 


How DO Programs Support Vision & Mission of IHL 

1. Why are PEOs developed 

2. What is the acceptable number for PEOs Explain 

3. What are the attributes that must be embedded in PEOs 

4. What are the PEOs communicating to the stakeholders (academic staff, 

students, parents, industry players) 

5. How should the PEOs be formulated 




How to Design Curriculum to Support PEOs Attainment 


1. What are PLOs 

2. Why PLOs 

3. How many and why 

4. What is the difference between PLOs & PEOs 

5. How are PLOs related to PEOs Explain. 

6. What are the verbs most appropriate to be used in each PLO What does 

the verb tell you 

7. Given a set of PEOs, PLOs, its matrix, a curriculum matrix, the taxonomy 

matrix and the KI matrix, can you critically review them based on 

fundamental principles of OBE curriculum design 

8. What is the significance of Bloom's original taxonomy, the revised 

taxonomy, Simpson's taxonomy and Krathwol taxonomy 

9. How would I know that my program has serve its purpose What Purpose 

10. How should I convince my stakeholders 


MQA 

Code of 

Practice 





The Outcomes-Based approach to course design is intended to 

make the expectations of the designer/educator 

more transparent to both the student and any 

regulatory or accrediting body (KPT, MQA, EAC). 

Unlike the traditional model of course design in higher 

education (focus on coverage), where the lecturer would decide 

what to include on a syllabus, based on his or her own 

judgement of what was important for students to know; or on 

personal research or other interests; 

the outcomes-based approach starts with a specification of what 

the student will be expected to achieve by the end of the 

program/course/unit/lesson 

/lesson 

13/01/2012 


Traditional/Transitional OBE emphasises student mastery of 

traditional subject-related academic outcomes (usually with a strong 

focus on subject-specific specific content) and some cross-discipline 

outcomes (such as the ability to solve problems or to work co- 

operatively). 

Transformational OBE emphasises long-term, cross-curricular 

curricular 

outcomes that are related directly to students’ future life roles (such 

as being a productive worker or a responsible citizen or a parent). 

Spady (1994) 

Source: Killen, Roy (2005). Programming and assessment for quality teaching and 

learning. Chapter 2. Thomson Social Science Press 



Howard 

Gardner 



CREATIVE PRACTICE 

Engages in the professional practice of music 

• Performs at a professional level 

• Demonstrates understanding of the theory and history of music 

MUSIC COMPOSITION 

Demonstrates advanced techniques in the composition of contemporary music 

• Composes for soloists, small and large ensembles 

• Demonstrates understanding and proficiency in instrumentation and orchestration 

MUSIC THEORY 

MUSIC THEORY 

Demonstrates understanding of the theoretical underpinnings of Malaysian music 

• Understands the structural principles, harmonic and contrapuntal practices of tonal 

and non-tonal music 

• Applies a range of analytical approaches to music from various time periods 

13/01/2012 





MUSIC HISTORY 

Demonstrates understanding of the changing role of music in Western society through 

humanistic, cultural, historical and musical-analytical perspectives 

• Demonstrates understanding of the historical development of Western music from 

antiquity to the present day 

• Understands current approaches and methodologies in musicology 

• Understands the role of music in culture 

PERFORMANCE 

Demonstrates advanced techniques in performance 

• Performs as a soloist 

• Performs in both large and small ensembles 

13/01/2012 



MUSIC EDUCATION 

Teaches music in the public schools K-Form 6 

• Understands the foundations of music education 

• Understands the pedagogies of choral music, band music and jazz in music 

education 

• Conducts instrumental and vocal ensembles 

• Applies an understanding of the psychology of learning in music education 

• Understands the pedagogies of teaching music at the elementary, middle school and 

secondary levels 

COMPUTER MUSIC 

COMPUTER MUSIC 

Uses computer technology to explore new directions in music 

• Understands the interrelationship among music, science and computers 

• Utilizes sound recording and digital audio technology 

• Generates and manipulates sound by computer 

• Creates electroacoustic compositions 

13/01/2012 





General (not 

directly 

measurable) 

MOHE 

MQF 

Institutional Attributes 

Vision & Mission 

Program level (Still general) 

Very general (not 

measurable) 

General (not 

directly 

measurable) 

Course Level (Specific but not directly measurable) 

Lesson Level (Very specific & MUST be measurable) 

13/01/2012 



13/01/2012 





13/01/2012 


MOTTO 

“Endeavour, Religious, Dignified” 


Vision 

To establish UiTM as a premier university of outstanding scholarship and academic 

excellence capable of providing leadership to Bumiputeras’s s dynamic involvement in 

all professional fields of world-class standards in order to produce globally 

competitive graduates of sound ethical standing. 

Mission 

To enhance the knowledge and expertise of Bumiputeras in all fields of study through 

professional programmes, research work and community service based on moral values 

and professional ethics 

PHILOSOPHY 

Every individual has the ability to attain excellence through the e transfer of knowledge and 

assimilation of moral values so as to become professional graduates capable of 

developing knowledge, self, society and nation 

EAC ABET WA 










A programme’s s stated aims, objectives and learning outcomes 

reflect what it wants the learner to achieve. It is crucial for these 

aims, objectives and learning outcomes to be expressed explicitly 

and be made known to learners and other stakeholders alike. 

Programme Aims 

Programme aims is an overarching statement on the purpose, philosophy and rationale 

in offering the programme. 

Benchmarked Standard (pp 25) 

• The programme objectives must reflect the key elements of the outcomes of 

higher education that are in line with national and global developments 

opments. 

• The programme aims, objectives and learning outcomes must be developed in 

consultation with principal stakeholders which should include the academic staff. 

• The programme aims, objectives and learning outcomes must be consistent with, 

and supportive of, the HEP’s vision and mission. 

COPPA 

EAC ABET WA 



The IT Baccalaureate program aims to 

support Malaysia’s aspirations of becoming an 

industrialized nation by producing globally 

recognized IT graduates with unwavering 

commitment and professionalism while critically 

and creatively provide solutions that are 

relevant to societal and Malaysia’s economic 

growth. 

COPPA 

EAC ABET WA 





Universiti Teknologi MARA’s Diploma/ 

Baccalaureate Music program aims to support 

Malaysia’s aspirations of becoming an 

industrialized nation by nurturing world-class 

bumiputra music professionals with unwavering 

integrity and commitment in critically and 

creatively providing ethical and responsible 

solutions that are relevant to 1Malaysia’s societal 

and economic growth. 

COPPA 

EAC ABET WA 



ABET’s s definition of PEOs: 

The program must have published Program Educational Objectives that are 

consistent with the mission of the institution, the needs of the 

program’s s various constituencies, and these criteria. 

There must be a documented and effective process, involving program 

constituencies, for the periodic review and revision of these program 

educational objectives. 

EAC’s definition 

Programme Objectives are specific goals consistent with the mission 

and vision of the IHL, that are responsive to the expressed interest of 

programme stakeholders, describing the expected achievements of 

graduates in their career and professional life few years after 

graduation. 

COPPA 

EAC ABET WA 





specific goals consistent with & supportive of the mission 

and vision of the IHL 

reflect the key elements of higher education (knowledge,( 

skills & responses) 

in line with the national & global developments (contains 

the 9 MOHE LO domains or 8 MQF LO domains) 

responsive to the expressed interest of programme 

stakeholders and describing the expected achievements or 

milestone of graduates in their career and professional life 

few years after graduation 

employability attributes and selling points of your program. 

The sentences begin with: (Within) Three to five years upon 

successful completion the program, our graduates (are) will be…. 

COPPA 

EAC ABET WA 



TCM Health EAC Eng Tech ABET WA 

MQA-Std-Business 

Generic Program Educational Objectives (PEOs are employability attributes and selling 

points of your program) for FSG Diploma Programs. The sentences begin with 

Within 5 years upon successfully completing the program, our graduates (are) will be: 

1. semiprofessionals in applied sciences who analyze and apply the knowledge, 

understanding and laboratory experiences to provide quality products and services to 

the government agencies and science-related industries. 

2. semiprofessionals in applied sciences who lead and engage in teams in problem 

solving tasks across disciplines through effective communicative abilities 

3. semiprofessionals in applied sciences who continue to advance their knowledge and 

abilities by utilizing ICT to explore business opportunities in the science-related 

industry 

4. semiprofessionals in applied sciences who demonstrate ethical and professional 

values in providing services to the recipients and provider of the science-related 

industry. 

Task 







Generic Program Educational Objectives (PEOs are employability attributes and selling 

points of your program) for FSG Degree Programs. The sentences begin with 

Within 5 years upon successfully completing the program, our (bumiputra) graduates 

(are) will be: 

1. Scientists or science practitioners who synthesize and apply the knowledge, 

understanding and laboratory experiences to provide quality products and services to 

the government agencies and science-related industries locally and globally. 

2. Scientists or science practitioners who lead and engage in teams in problem solving 

tasks across disciplines through effective communicative abilities. 

3. Scientists or science practitioners who use ICT to advance their knowledge and skills 

and to explore business opportunities in the science-related industry locally and 

globally. 

4. Scientists or science practitioners who are integrate ethical and professional values 

in providing services to the recipients and provider of the science-related industry 

locally and globally. 

Task 


TCM Health EAC UMP ABET WA 


Generic Engineering Program Educational Objectives (PEOs are employability attributes 

and selling points of your program) for SET Degree Programs. The sentences begin with 

Within five years upon completing the program, our graduates (are) will be: 

1. Engineers or engineering practitioners who synthesize and apply the science, 

mathematics & engineering knowledge, understanding and laboratory experiences to 

provide quality products and services to the government agencies and to the scienceengineering-technology 

(SET) industries locally and globally. 

2. Engineers or engineering practitioners who communicate effectively in leading and 

engaging multidisciplinary teams in solving engineering problems locally and 

globally. 

3. Engineers or engineering practitioners who utilize ICT to advance their engineering 

knowledge and skills and to explore business opportunities in the scienceengineering-technology 


4. Engineers or engineering practitioners who integrate ethical and professional values 

in providing services to the recipients and provider of the science-engineeringtechnology 










Generic Program Learning Outcomes (PLOs are what graduates will know and be able to 

do to attain PEOs) for FSG Diploma Programs. The sentences begin with 

Upon successful completion of the program, our bumiputra graduates will be able to: 

1. Apply knowledge and understanding of science and mathematics (& engineering). 

2. Safely prepare samples and operate a range of machineries and laboratory equipments. 

3. Plan, conduct and conclude scientific investigations in their field of study. 

4. Apply the scientific reasoning in proposing solutions for authentic problems in their 

field of study. 

5. Verbally communicate scientific ideas with semiprofessionals and non-experts. 

6. Articulate scientific investigations in written form with semiprofessionals and nonexperts. 

7. Effectively engage in a multidisciplinary team. 

8. Demonstrate values, ethics, morality and professionalism in their semiprofessional 

pursuit. 

9. Manage information and engage in life-long learning. 

10.Apply managerial and entrepreneurial skills. 

11.Demonstrate leadership skills. 

MQF LOs 

Diploma 






Generic Program Learning Outcomes (PLOs are what graduates will know and be able to 

do to attain PEOs) for FSG Degree Programs. The sentences begin with 

Upon successfully completing the program, our bumiputra graduates will be able to: 

1. Demonstrate knowledge and understanding of science (for example: mechanics, 

electromagnetism, modern physics, quantum mechanics, thermodynamics) and mathematics (for 

example: mathematical physics) 

2. Apply knowledge and understanding of science and mathematics . 

3. Safely prepare samples and operate a range of advanced machineries and laboratory instruments. 

4. Identify problems, propose research questions and hypothesis, design science investigations and 

defend the conclusion of investigations. 

5. Apply the scientific reasoning and critical thinking in providing solutions to authentic problems in 

their field of study. 

6. Verbally argue and communicate scientific ideas with the learning communities and the public. 

7. Articulate scientific ideas and investigations in written form with the learning communities and the 

public. 

8. Effectively engage in a multi-disciplinarity team locally. 

9. Practice empathy, responsibilities, integrity and professionalism in their scientific pursuit. 

10. Manage information and engage in life-long learning. 

11. Apply managerial and entrepreneurial skills. 

12. Demonstrate leadership skills. 


MQF LOs 

Degree 





PLOs are what graduates will know and be able to do (upon successfully completing the 

program) to support attainment of PEOs. It is the minimum, practical & attainable 

competency level. The sentences begin with 

Upon successfully completing the program, our bumiputra graduates will be able: 

1. Demonstrate knowledge and understanding of music (for example: music 

performance, historical studies, cultural studies, musicianship and music theories) 

and ……. 

2. Apply knowledge and understanding of ….. (music performance, historical studies, 

cultural studies, musicianship and music theories). 

3. Display music competency skills including the use of music notation in reading, 

performing, composing, analyzing, and hearing music.; 

4. Critically analyze musical performance, musical composition and formulate solutions 

to music-related well-defined (vaguely-defined; broadly-defined) problems; 

Example of the first 3/4 Music LOs. Standards will follow the MQF certification level 

(refer to the MQF generic Los for diploma or degree). The rest can be adopted from 

other sources (generic attributes) or from MQF. 





Guideline: 

Limit your PEOs to 4 

Ensure it reflects the vision & mission of the HEPs 

Ensure it contains the MQF/MOHE/Music Professional Bodies 

attributes – in line with purpose of 21 st Century higher education 

Use clear yet captivating phrases 

Bloom 

LOKI Guide 

Taxonomies of 

Learning 
















skills (A) 






(A/S) 



skills (A/S) 







Universiti Teknologi MARA’s Diploma/ 

Baccalaureate Music program aims to support 

Malaysia’s aspirations of becoming an 

industrialized nation by nurturing world-class 

bumiputra music professionals with unwavering 

integrity and commitment in critically and 

creatively providing ethical and responsible 

solutions that are relevant to 1Malaysia’s societal 

and economic growth. 

COPPA 

EAC ABET WA 



Copyright DrJJ, ASERG, FSG, UiTM. March 2011 MQF-SciStd MQF 

68 



1-Knowledge & 2-Skills2 

Malaysia’s Aspirations 

MQF/MOHE LO Domains 

6-Ethics & 

Professionalism 


3-Reasoning, 4-Communication, 

4 

5-Teamwork, 9-Leadership9 

HEP’s Vision & Mission 

Program Aims 

7-Lifelong Learning, 

Management & 

8-Entrepreneuship 

PEO1 PEO2 PEO3 PEO4 

LO1 

LO2 

LO3 

LO4 LO5 LO6 LO7 LO8 LO9 

CLO1 CLO2 CLO3 CLO1 CLO2 CLO3 CLO1 CLO2 CLO3 CLO1 CLO2 CLO3 


69 






71 


3 MOHE LOs addressed by each course 


72 






73 




74 





75 



76 

















skills (A) 






(A/S) 



skills (A/S) 





LOKI Guide 

Simpson Psychomotor 

Domain 

Bloom 

Bloom Cognitive 

Domain 

FKM-TAX 

FKM-KI 


78 



LOKI Guide Bloom 


Domain 

FKM-TAX 

FKM-KI 


Domain 

Guideline: 


Sheet 8:Limit the # of MOHE LOs addressed by each course to only 3 except 

for courses at the final year which can support attainment of 5 MOHE LOs. 

Plot 3: Ensure the % of courses addressing each MOHE LO is at least 5%. Best 

to have 10%-15%. 

Ensure the program design exhibit its strength and uniqueness. 

EMBED KIs (ie LO 3-9) in the Program Core Courses. 

Sheet 10: Target progressing complexity from year 1 to year 3 for the 

cognitive, psychomotor & affective domain on the competency matrix but 

ensure the median to be at C4, P4, A3 for the degree certification level and C3, 

P4 & A3 for the Diploma level. The tickmarks are NOT automatically generated. 

Sheet 9: The KI competency is automatically generated once LOs 3 thru 9 are 

ticked for the course in Sheet 6 & sheet 8. You will need to manually tick the 

higher level KI performance for final year courses. 

Choose electives to represent courses in the humanities. 


79 


Action Verbs 

Use This list for 

Your PLO 

Taxonomy 

Bloom LOKI Guide 





You can know the name of a bird (or element) in all the languages of the world, but when 

you're finished, you'll know absolutely nothing whatever about the bird (or element)... So 

let's look at the bird to see what it's doing—that's what counts. I've learned very early the 

difference between knowing the name of something and knowing something. 

—Richard Feynman 

TASK-CA 

13/01/2012 



13/01/2012 




“Education, we see, is not merely gaining knowledge or skills helpful toward 

productive work, though certainly that is a part of it. Rather it is a 

replenishment and an expansion of the natural thirst of the mind and soul. 

Learning is a gradual process of growth, each step building upon the other. 

It is a process whereby the learner organizes and integrates not only facts 

but attitudes and values. The Lord has told us that we must open our 

minds and our hearts to learn. There is a Chinese proverb: Wisdom is as 

the moon rises, perceptible not in progress but in result. As our knowledge 

is converted to wisdom, the door to opportunity is unlocked.” Barbara W. 

Winder 

“The great aim of education is not knowledge, but 

action.” Herbert Spencer 

“The one real goal of education is to leave a person asking questions. 

ions.” 

Max Beerbohm 

13/01/2012 

Dr JJ: +60193551621; http://drjj.uitm.edu.my 



SKILLS 

For teacher or a performing artist, for example, it is the skill to 

communicate & the knowledge (factual, conceptual, 

procedural & functional) of the discipline. 

For a craftsman or an artist, it is the creativity and skill in the chosen 

craft 

For entrepreneurship, you need to have a knack for spotting 

business opportunities and creativity and innovation in 

developing and delivering a product or service 

13/01/2012 

EAC ABET WA 





Entrepreneurial Competencies 

1. Integrity – clear values & values governing their decisions 

2. Conceptual Thinking – use fresh & crazy ideas resulting in radical change; take 

time to listen but don’t prejudge new ideas 

3. Risk taking – willing to try new things; assess choices responsibly 

4. Networking - key business activity which can provide access to information, 

expertise, collaboration and sales 

5. Strategic Thinking – plan & think thru complex implications on business 

6. Commercial Aptitude – seeks best practice, updated & seize chances 

7. Decisiveness - responds flexibly to deal with changing priorities 

8. Optimism – persistent; operates from hope of success rather than from fear of 

failure 

9. Customer Sensitivity – builds trust with customers; regularly exceeds customer 

expectation 

10.People Focus - walks the talk; sees and values the best in others; always considers 

the principles of inclusiveness in planning and dealing with others 

13/01/2012 

EAC ABET WA 



13/01/2012 









89 

Use 

this list 

for 

Your 

CLO & 

LLO 

1/13/2012 




http://oregonstate.edu/instruct/coursedev/models/id/taxonomy/#table 

1/13/2012 


Taxonomy 

13/01/2012 Bloom LOKI Guide 




Depth (according to year of study in BSc program) 

Refers to the levels in the cognitive domain, practical skills & scientific skills. 

Cognitive 

Evaluate 

Analysis 

Year 1 

Application 

Comprehension 

Knowledge 

Year 2 

Year 3 


Domain 


Domain 


Depth (according to year of study in BSc program) 

Refers to the levels in the cognitive domain, practical skills & scientific skills. 

Practical & science skills 

Data 

Experiment 

Year 1 

Report 

Procedures 

Hypothesize 

Observe 

Problem 

Interpret 

Manipulate 

Year 2 

Year 3 

Sample Prep 

Techniques 


Domain 


Domain 

Physical 

Organic 

Inorganic 

General Chem 




“The principle goal of education is to create men who are 

capable of doing new things, not simply of repeating what other 

generations have done -- men who are creative, inventive and 

discoverers” Jean Piaget 

“Teachers are powerful people and keepers of the future. Help 

your students dream big!” Leslie Owen Wilson

DrJJ-UiTM-Muzik-OBE-13012012 (ppt-pdf)

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